Presentation at strategic workshop, Budapest. Hungary, 15 Feb 2011

1. World
class
educa,on
systems,
innova,on
and
ICT:
Knowledge
and
challenges
Educa'on
Impact
Budapest
February
2011
Presenter
oysteinjohannessen@educa'onimpact.net
oysteinj@cerpus.com

2. Outline of presentation
• Educa,on
Impact
and
myself
• World
class
educa,on
– PISA
– McKinsey
• The
Norwegian
Curriculum
• ICT
and
educa,onal
quality
• Teachers
• Underprivileged
groups:
A
Norwegian
case
• Innova,on

3. “Helping Education systems and institutions harness the
power of technology to deliver better outcomes for all.”
A
consultancy
business
An
independent
global
fellowship
of
some
of
the
world’s
leading
consultants
focused
on
the
effec,ve
use
of
informa,on
technology
to
transform
teaching,
learning
and
ins,tu,onal
administra,on
Educa,on
Impact
offers:
– Bespoke
consultancy
• Design
and
project
management
of
large
educa,on
transforma,on
projects
• Strategic
and
policy
advice
• Monitoring
&
Evalua,on
• Capacity
building
– Packaged
services
• Envisioning
workshops
• Teachers
ICT
competency
Development
• 1
to
1
compu,ng
package
Educa,on
Impact
27
fellows
from
different
parts
of
the
world

4. About myself
• Background
from
the
humani,es
(German
Literature
and
Economics)
• In
Norwegian
Educa,on
since
1989
• Part
of
the
start-­‐up
team
at
the
Norwegian
School
of
Film
and
Television
1997
• Ministry
of
Educa,on
and
Research
since
1999.
From
ICT
to
Educa,on
at
large
• OECD
2009
• Ed
Impact
and
ICT
industry
as
of
Jan
2011

5. World class education
• PISA
2009
• McKinsey
reports

6. PISA 2009
• Korea
and
Finland
are
the
highest
performing
OECD
countries,
with
mean
scores
of
539
and
536
points,
respec,vely.
However,
the
partner
economy
Shanghai-­‐China
outperforms
them
by
a
significant
margin,
with
a
mean
score
of
556.

7. PISA 2009
• Girls
outperform
boys
in
reading
skills
• Countries
of
similar
prosperity
can
produce
very
different
educa,onal
results
• Students
in
urban
schools
perform
becer
than
students
in
other
schools,
even
ader
accoun,ng
for
differences
in
socio-­‐
economic
background.

8. PISA 2009
• Successful
school
systems
provide
all
students
regardless
of
socio-­‐economic
status,
with
similar
opportuni,es
to
learn.
• Most
successful
school
systems
grant
greater
autonomy
to
individual
schools
to
design
curricula
and
establish
assessment
policies,
but
these
school
systems
do
not
necessarily
allow
schools
to
compete
for
enrolment.
• Students
in
OECD
countries
who
acend
private
schools
show
performance
that
is
similar
to
that
of
students
enrolled
in
public
schools.
• School
systems
considered
successful
tend
to
priori,se
teachers’
pay
over
smaller
classes

9. McKinsey report 2010

10. McKinsey 2010 Report

11. McKinsey 2010 Report
Key interventions
1.
Revising
curriculum
and
standards
2.
Reviewing
reward
and
renumera,on
structure
3.
Building
tecnical
knowledge
andskills
of
teacher
and
principals
4.
Student
assessment
5.
Using
student
data
to
guide
delivery
6.
Establishing
policy
documents
and
educa,on
laws

12. The Norwegian Curriculum
• Competency
based
with
clear
goals
on
dedicated
levels
K-­‐13.
Changed
in
2006
• Basic
skills
(Reading,
Wri,ng,
Numeracy,
Oral
Skills,
Digital
Skills)
embedded
in
all
subjects
at
all
levels
• Methodological
freedom
of
the
teachers
• Na,onal
quality
assessment
system
• Curriculum
and
change
in
educa,onal
legisla,on
has
affected
development
of
digital
content
(challenged
publishers)
and
increased
student:pc
ra,o
in
upper
secondary
educa,on

13. ICT and educational quality
• European
schoolnet
metastudy
(EUN,
2006)
• OECD:
Are
New
Millennium
Learners
Making
the
Grade?
(2010)

14. OECD reports

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16. 300
350
400
450
500
550
600
Finland
Canada
Japan
New Zealand
Australia
Netherlands
Korea
Germany
Czech
Switzerland
Republic
Austria
Belgium
Ireland
Hungary
Sweden
Poland
Three to ve years
Less than one year
Denmark
Iceland
Slovak
Spain
Norway
Italy
Portugal
Greece
and mean performance in PISA science scale
Turkey
OECD
Length of time students have been using a computer
Liechtenstein
Slovenia
Macao-China
One to three years
More than ve years
Croatia
Latvia
Lithuania
Russian
Chile
Serbia
Bulgaria
Uruguay
Jordan
Thailand
Colombia

17. Index of ICT Internet/entertainment use
Index of ICT program/software use
530
520
510
500
490
480
470
Bottom quarter Second quarter Third quarter Top quarter
Students' use of ICT and OECD average
performance in reading by quarter of the indices
Index of ICT Internet/entertainment use
Index of ICT program/software use
530

18. !"#$%"&'(')*+"&','&$"$-$.($/0

19. Teacher recruitment and status
• Key
findings
from
OECD
study
2005
• Norwegian
case
• 1:1
compu,ng

20. Key findings OECD study 2005
(Teachers Matter)
• Concerns
about
the
acrac,veness
of
teaching
as
a
career
(supply,
image,
status,
salaries)
• Concerns
about
developing
teacher´s
knowledge
and
skills
(quality,
training
–
prac,ce,
few
induc,on
programs)
• Concerns
about
recrui,ng,
selec,ng
and
employing
teachers
(uneven
distribu,on,
disadvantaged
areas)
• Concerns
about
retaining
effec,ve
teachers
in
schools
(workload,
stress,
lack
of
incen,ves)

21. Recruiting Norwegian teachers: Partnership for
a coherent campaign on the teaching profession
• Partnership
between
key
stakeholders
• Ambi,ous
goals
• Proac,ve
media
strategy
• Benchmark
development

22. One-to-one computing: Key
issues from an OECD paper (2010)
• Why
are
countries
inves,ng
in
1-­‐to-­‐1
compu,ng?
• Access,
competence
and
mo,va,on
are
the
necessary
condi,ons
for
teacher´s
use
of
ICT
devices
in
the
classroom
• Teachers
need
a
clear
vision
of
what
the
learning
goals
of
these
ini,a,ves
are
• High
quality
infrastructure
and
readily
available
technical
support
also
appear
to
be
important
for
1:1
ini,a,ves
to
succeed.
• Formal
and
informal
professional
support
has
been
iden,fied
as
one
of
the
necessary
requirements
for
the
successful
implementa,on
of
ICT.

23. Underprivilged groups: A
Norwegian case
• Targeted
funding
• Infrastructure
• Learning
resources
• Sodware
resources,
e.g.
Spell
checker
for
word
processing
(MS
Word
and
others)
• Distance
educa,on
combined
with
face-­‐to-­‐face
instruc,on
• Access
to
qualified
teachers
is
a
bocleneck

24. OECD:
Inspired
by
Technology,
Driven
by
Pedagogy
• Change
at
system
level
seemingly
does
not
happen.
• Possible
reasons
for
lack
of
systemic
change:
– Knowledge
base
– Teacher
training
– Incen,ves

25. Technology-­‐based
innova,on:
Lessons
learned
(i)
• Imbalance
between
technology
investments,
content,
teacher
training
and
knowledge
base
• Tension
between
technology
and
pedagogy
• Axis
between
radical
and
incremental
innova,on
• There
is
a
need
to
balance
expecta,ons
between
the
power
of
technology
and
feasibility
of
reality
• Complexity
of
the
issues
involved
require
a
mul,-­‐
dimensional
approach

26. Technology-­‐based
innova,on:
Lessons
learned
(ii)
• Poten,al
of
new
research
disciplines
(e.g.
brain
research)
must
be
explored
• Work
on
assessment
too
narrow
• Need
for
social
dialogue
with
all
stakeholders
• Research
must
be
translated
into
meaningful
guidelines
for
improving
prac,ce
• To
what
extent
is
research
evidence
phased
into
the
educa,on
and
prac,ce
of
teachers

27. Technology-­‐based
innova,on:
Axis
of
innova,on
• The
Policy
Axis
• The
Pedagogical
Axis
• The
Technology
Axis
• The
Knowledge
Axis

28. Emerging
Technologies
for
Learning:
Tecnological
diversity
• Cloud
compu,ng
• Collabora,ve
Environments
• Game-­‐based
Learning
• Mobiles
• Augmented
Reality
• Flexible
Displays
• Source:
2010
Horizon
Report
K-­‐12

29. International Trends 1
(Example - Economy-wide measures of routine and non-routine task input (US))
65
Mean task input as percentiles of the 1960 task
60
Non-routine interactive
55 Non- routine Analytic
Routine Manual
50 Routine Cognitive
Non- Routine Manual
45
The dilemma of schools:
distribution
40 The skills that are easiest to teach and test are also
1960 that are easiest to digitise, automate and
the ones 1970 1980 1990 2002 (Levy and Murnane)
outsource

30. Summing up
• Similar
countries
can
perform
differently
(PISA),
but
world
class
systems
show
some
similari,es
(McKinsey)
• Teachers
are
key
to
success
(McKinsey)
• Targeted
funding
and
ini,a,ves
can
assist
in
special
cases
(e.g.
underprivileged
groups,
teacher
recruitment)
• Avoid
over-­‐strategizing
• Innova,on
happens
between
top-­‐down
and
bocom-­‐up
ini,a,ves
• 1-­‐to-­‐1
compu,ng
can
be
important
to
boost
ICT
use
and
combat
digital
divides

31. Thank you for your attention!
Oystein
Johannessen
oysteinjohannessen@educa'onimpact.
net
Philippe
Mero
philippemero@educa'onimpact.net
Fred
Fulton
fredfulton@educa'onimpact.net
Monika
Kavanova
monikakavanova@educa'onimpact.net